Nigeria can afford to allocate to education. Yet other countries do much better in terms of education quality (as can be seen from the primary school results in the World Bank study).There is also the issue of how education is treated in the constitution. Education is on theconcurrent list and the funding structure is opaque and very complex. There are too manyagencies and too much replication. This fuels corruption and huge bureaucracy that preventfunds from reaching where it matters most - the classroom. Therefore, there is a need toaddress governance and legislation.
Many parents do not see the relevance of education as it is taught in Nigeria today
.The curriculum is deemed outdated and out-of-touch with 21st century skills and realities.There is also the issue of enrolment.
In many Nigerian states, enrolments have fallen.According to the Federal Ministry of Education, Nigeria has 7 million school aged children thatare not in school. This is the highest in the world! Cultural norms & traditions contribute tothe low enrolment figures.
The quality of teachers and teaching is abysmal.
Unmotivated teachers, poor quality of teaching and low learning outcomes are rife across all levels of education According to theKwara State Commissioner for Education, an aptitude and capacity test was organised for atotal of 19,125 teachers in the State's public school system in 2008. Out of these, 2,628 wereuniversity graduates. The teachers were given tests that were designed originally for primaryfour pupils in English and Mathematics. At the end of the exercise, only seven teachers out of the 19,125 crossed the minimum aptitude and capacity threshold. Only one out of the 2,628graduate teachers passed the test, 10 graduates scored outright zero. The teachers faredworse in literacy assessments which recorded only
Infrastructure and low capacity are also issues.
Pictures of primary school pupils takingtheir lessons under trees while sitting on the floor, or huddled under leaking classroom roofs,have become all too common. But infrastructure is not the primary issue facing the educationsector (as our forefathers who studied under worse conditions can attest to). In truth, thequality of instruction is even more of an issue.
Warped values have introduced corruption to the classroom.
Learning is no longer of prime importance to students. Inordinate focus on riches and short-cuts seems to be. Thereis an increase in exam malpractice and lecturer abuse.
Policy flip flops are the order of the day.
The influence of politics and policy instability hasbeen damaging to education. The head of a parastatal recently expressed deep frustration in
“working with eleven Ministers and 14 Permanent Secretaries in the past eleven years”!
According to a previous Central Bank Governor,
“71 per cent of Nigerian graduates like bad
won’t be picked by any employer of labour because they are not fit for anything even
if they were the only ones that put themselves forward for an employment te
. The next